A cross-specialization study of pre-service teachers’ perception of STEM education

This article investigates STEM education perceptions among pre-service teachers from various specialties at a pedagogical university in Ukraine, highlighting its role in addressing socio-economic and environmental challenges of the country. The study aims to understand how pre-service teachers from various specialties view the integration of STEM into their professional activity. Key findings indicate that while there is a general positive attitude towards STEM education, significant variations exist across different specialties. Pre-service teachers of the 'Science' and 'Early Childhood and Primary Education' categories demonstrate higher engagement with STEM-oriented tasks compared to those in the 'Arts and Humanities' and 'Social Sciences' categories. The research reveals a gap in pre-service teachers' understanding of STEM's interdisciplinary nature, often associating it primarily with technological innovations. The study identifies several barriers to the effective implementation of STEM education, including limited resources, insufficient knowledge of teachers, and a lack of appropriate teaching materials. To address these challenges, the article suggests enhancing STEM courses, providing professional development for teachers, and fostering collaboration with industry. Overall, the research underscores the importance of aligning STEM education with the needs and perceptions of pre-service teachers, emphasising its role in developing critical skills for future educators and contributing to Ukraine's recovery.